Attention Deficit/Hyperactive Disorder Case Study

     Students who have exhibited the characteristics of Attention Deficit Disorder for longer than six months may be at risk for having an attention deficit disorder. However, a diagnosis of attention deficit should only be made after ruling out other factors related to medical, emotional or environmental variables which could cause serious symptoms. Therefore, physicians, psychologists, and educators often conduct a multi-disciplinary evaluation of the child including medical studies, psychological and educational testing, speech and language assessment, neurological evaluation, and behavioral rating scales completed by the child's parents and teachers.

The patient tells me he continues to do well with his Adderall XR 20 mg daily. He has been taking this now since the beginning of the year and he is tolerating it without any problems. He is having no side effects. He is eating and drinking normally. He has not noticed any change in his appetite when he takes it. He does not have chest pain, shortness of breath, lightheadedness, or dizziness. No palpitations. He does not think that it affects his appetite or sleep and only perceives benefit from the medication itself. When he does not take it, he says that he is not as efficient with his time, he does not have the same motivation, he does not have the same attention to detail and concentration. He is pleased when he takes it. He is able to get more things done. He is able to stay on past better, better concentration, and attention to detail.

The medical world has noticed several changes and improvements during the past century, but maybe none that 's as economically rewarding afterward the prescription drug business. New medications turn-up regular and maintain to treat a growing number of ailments. Around the corner of each and every block is a drugstore as well as their shelves are stocked with prescription drugs plus it looks they 're here to stay. Most frequently we change to

AB is a youth with complex history of mental illness, impaired social functioning, abuse and trauma. It was believe he would benefit and respond differently to intense interventions provided by a team of specialized professions. He needed stabilization for his immediate concerns within a safe and structured environment. The concern was AB had been before an institutional review board and found to be a danger to himself and the community. Research proves most children in foster care experience mental health disorders. The common disorders are posttraumatic stress disorder (PTSD), attention deficit hyperactivity disorder (ADHD), depression. There is a strong evidence base for treating each of these conditions with interventions

The prevalence of the use of pharmacological treatment in adolescents with ADHD has increased significantly throughout the past few years. Our clinical question was: “In children and adolescents diagnosed with ADHD, how do pharmacological versus non-pharmacological interventions affect classroom behavior and academic performance?” Being familiar with the different treatments and their effects on patients is important for nurses. Knowing the different benefits and effects of treatment in ADHD will allow nurses to individualize interventions and provide adequate patient-centered care.

According to the Diagnostic and Statistical Manual of Mental Disorders—5th edition (DSM-5), attention deficit hyperactivity disorder (ADHD) is a “persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, with symptoms present in two or more settings, and negatively impacts directly on social, academic or occupational functioning” (ADHD Educational Institute).  The American Psychiatric Association divides ADHD symptoms into two categories; inattention and hyperactivity and impulsivity. These symptoms and behaviors can include failure to pay attention to details, fidgeting, inability to remain seated, and excessive talking (Attention Deficit/Hyperactivity Disorder 2013). Researchers seek

In addition to the cognitive evaluation, Julian’s scores on the Conner-3 supported Julian’s diagnosis of ADHD with elevations in the classroom within the inattention domain. His services continued into the 3rd grade. In the 4th grade, Julian was placed in an ICT classroom with speech services twice a week in a small group setting.

Today in the educational system, I think one of the most looked down upon inequalities are students with an attention-deficit hyperactivity disorder, also known as ADHD. Especially in high school, living with ADHD is extremely challenging because students have a harder time concentrating during class, understanding the material given to them, or even taking tests and doing homework unlike other students. It seems the school system, and even society judges students based on what level they are on. For example if a student has straight A’s in honors classes, that student would get all the praise, while a student who has average or lower grades in regular classes, that student would be ignored, get ridiculed or sometimes considered irrelevant. I myself am not officially diagnosed with ADHD, but I consider myself have a larger amount of inattention, so I have witnessed these types of inequalities in high school before. In Jonathan Kozol’s essay, The Savage Inequalities of Public Education In New York, Kozal explains how a school principal views the students reality, explaining “Sometimes a school principal...looks into the faces of the children in his school and offers a disarming statement that cuts through official ambiguity.” (261). It hurts to know that there are students who cannot focus properly in school, and no one can see it physically happen.

S: parents stated that Oscar was very anxious showing constant fidgeting because of first day of therapy

In considering a differential diagnosis of ADHD and a learning disability, there are a few specifics that school counselors should consider. Children with hyperactivity underachieve because of their difficulty attending in the classroom, low rates of academic engagement, and inconsistent work completion (DuPaul et al., 2008). Children with a diagnosis of ADHD, behaviors are pervasive, exhibited in both the home and school environments, and impair academic and social functioning (Barkley, 2003). In differentiating the symptoms of hyperactivity disease with other mental health disorders, the authors have noted that similar symptoms of inattention have been found in children who have mental retardation. Symptoms of oppositional defiant disorder should also be differentiated with hyper activeness, although many children are diagnosed with both. Distinguishing between

Clinical Case 2: Erica brings her fourteen-year-old son, Daniel, into my office. Erica states that Daniel was diagnosed with ADHD when he was ten, but she’s not sure if that accounts for all his behavioral issues. Erica mentioned that Daniel often does not follow through with his chores, fails to finish schoolwork, is often irritable, and “doesn’t want to listen.” She wants to know what other conditions can occur with ADHD. I mention that ADHD can be comorbid with disorders such as, tic, anxiety, and mood disorders. I emphasize that ADHD is frequently comorbid with disruptive behavior disorders, such as conduct disorder, oppositional defiant disorder, and disruptive mood dysregulation disorder.

Ms. Jones was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when she was seven years old. She indicated that she would constantly disrupt the classroom activities. During that time she was prescribed medication to help her focus. She indicated that academically she did not presented difficulties and made good grades. The customer stated that she has not received treatment for ADHD, however, she has requested her doctor to help with medication because she is having difficulties focusing on her daily activities. The customer indicated that in 6th grade she was diagnosed Bipolar and took medication to help her symptoms. She is currently receives treatment at Salus Care and has been told that she may have a personality disorder.

I think that Attention Deficit Hyperactivity Disorder (AD/HD) has an overall impact on life because it comes naturally in some cases and it is a medical disorder, it can be caused by a number of factors that affect how the brain develops and functions. AD/HD has an impact on multiple things including your home life, school, work, and sometimes even your relationships. It is common in children, adolescents, and adults. Some other impact on people with AD/HD would be inattention, hyperactivity, and impulsivity. In each stage of life varying aspects of the disorder being more prominent at different stages. ADHD could persist into adulthood and causing disruptions in everyday life. It has been associated with increased healthcare costs for patients

For the fourth portion (having the symptoms present in two more setting), Mark has expressed these symptoms in both school and at home. For the fifth portion (the symptoms interfere with/reduce the quality of social, academic, or occupational functioning), Mark’s symptoms have greatly interfered with his academic functioning as his teachers said that he is failing his courses and refusing to complete certain assignments. Lastly, for the sixth portion (the symptoms are not better expressed by another disorder), Mark doesn’t express symptoms of other disorders such as a learning disorder or autism. Additionally, Mark also seems to suffer from panic attacks but not a panic disorders. Mark’s “freak outs” fit the symptoms of panic attacks; according to the Anxiety and Depression Association of America, having such things as shaking, chills, a feeling of choking and a feeling of smothering are all symptoms of having a panic

As in any situation with any student that is special or gifted or that IDEA, IEP, and 504 Plans, have to be the first and foremost concern for all parties involved. “Education For All Handicapped Children Act Passed in 1975 Guaranteed and enforced the right of all children with disabilities to receive free and appropriate education Considered the foundation of special education in the United States; 1990- Law renamed to IDEA. What is an IEP? Individualized Education Plan Written plan that describes the program and special services a student requires to be successful Developed by parents and educators Individualized- plan specifically developed for a child’s special needs